LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
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Showing 411 - 420 results of 458 for Strong

Using peer computer-mediated corrective feedback to support EFL learners' writing
...strong. Moreover, research did not generally support conducting studies based on a limited number of errors. For example, Ferris (2010) noted that the purpose of error correction is to improve writi...

by Ali AbuSeileek, Awatif Abualsha'r
in Volume 18 Number 1, February 2014

Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
...strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree) The findings derived from various data sources show that all teachers except for Amy reported great improvement in building t...

by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Blog posts and traditional assignments by first- and second-language writers
...strong authorial voice” (p. 8). Blogs usually allow interactivity between the author and the audience, but these interactions are asymmetrical, with the blog’s author having control over topics, thei...

by Irina Elgort
in Volume 21 Number 2, June 2017

Task-induced development of hinting behaviors in online task-oriented L2 interaction
...strong emphasis on the minute details of interactional mechanisms using socio-analytical constructs such as turn-taking, sequence organization, repair, and preference organization (cf. Sacks, Scheglof...

by Ufuk Balaman
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Vocabulary learning from watching YouTube videos and reading blog posts
...strong evidence to suggest the contrary, it could be assumed that these variables affected both conditions equally. Nonetheless, further research is needed to determine whether the findings in this s...

by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018

Computing curriculum time and input for incidentally learning academic vocabulary
...strong incidental learning effects in secondary school, making it an educational context particularly worth exploring in relation to ER/EV. The following study explores vocabulary profiled as usefu...

by Clarence Green
in Volume 26 Number 1, 2022

Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
...strongly disagree, 5 = strongly agree) and presented bilingually (Chinese/English) to ensure comprehension. The full list is provided in Appendix E. To enhance cross-cultural validity, we applied a ...

by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026

The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
...strongly disagree to strongly agree), while likelihood questions used a 0-5 scale (not likely at all to extremely likely). Participants’ ratings on these items helped identify user experience factor...

by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024

Teacher role in synchronous oral interaction: Young learner telecollaboration
...stronger form, TBLT claims that “language learning is best achieved not by treating language as an ‘object’ to be dissected … but as a ‘tool’ for accomplishing a communicative purpose” (Ellis, 2013, ...

by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024

The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
...strong case for Cohesion in English as a significant precursor of corpus linguistic work proper. This is because the work employs actual texts in its analysis of texture, as might be expected from Hal...

by Terry Murphy
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning